JOB SHADOWING IN INDIA
Between the 23rd of February and the 12th of March the group of visual artist visited India! There they worked with the Indian partner from Arka Art Trust!
Matching with their stay in Mumbai was the annual exhibition of J J School Of Arts where they had several days of exploring the academy and having discussions with professors and students, observing different techniques and the process of work. The group has had visited also The ND World – Film Production Studio of Bollywood productions! There they had a meeting with Nitin Chandrakant Desai who received a Bulgarian “Marteniza”- a protective symbol in red and white colors for health and long living.
Jewelry art was presented at Maskara gallery. The group witnessed an incredible exhibition with unique jewelry pieces. Special attention to detail and a concept was paid.
Elephanta islands were one of the highlights of the stay. The group was exploring ancient temples and historical heritage.
In terms of spiritual practices and meditation, the group presented at yoga class. An interesting discussion was brought about self-discipline and awareness.
Rural life is specific everywhere. The artists had the chance to see how people live in the small village of Tansa. Being touched and amazed by the traditional and more authentic manner of life, the group spent a whole day with the locals and visited Tansa lake, one of the biggest sources of drinking water for Mumbai.
One of the big objectives of the visit was to explore mass education, art education in specific and educational processes in centers for challenged people. During the stay several schools, art institutions, and community centers were visited where the participants established connections and friendships with professionals in visual art’s field and work with people with special needs: Sir J.J.School of arts and the art education department of Sir J.J School of arts.
Atma Malik school, Artiste 360, Om creations trust center, Jai Vakeel Foundation, And Research Centre etc.
A really quality creative process took part at the private graphic atelier of Tanuja Rani. The artists joined a practical workshop in etching technique.
Exploring the cultural variety in India was more interesting thanks to the visit os a Kathak dance school. A cultural exchange happened there. Bulgarian and French songs and dances were presented as well.
Taking part in 7 TRAILS FOR MIXITY project is evaluated by everyone as big opportunity because it opened many doors in terms of cultural knowledge, new friendships, possible artistic exchange, future work collaborations, chances to present any forms of art.
It is amazing to see that people are the same all over the world and things like casts, religion, nationality, language, educational level, profession, etc. are formal. The core essence is one and the same.
Mixity and diversity are important to people’s development. India is above all expectations. The truth is that may be years need to pass before anyone could fully understand the transformation that all the experience in this project brought…
Job Shadowing In South Africa
Durban – South Africa
15th – 28th April
This was a plunge into another reality of life, strongly marked by the history of the country. In South Africa, it was a new experience for all of us.
The experience of freedom marks the expression of souls and bodies.
During the journey, the group met many students, from dance classes, university and schools for children with special needs; professional dancers, drama, visual art and dance teachers.
Art is the truest expression of people, being really connected to the history and the context of the country.
With their own history of warrior tribes, repression, sorrow and hope, the people show a way of finding and gaining freedom. Professional dancers and drama students at the DUT (Durban University of Technology) had a great presence, a deep desire to express themselves, a way of being together. They also had a strong cultural identity, their language, dance, song and music. They are very proud of their community and identity.
The visit ended with the Durban Dance Alliance performance, a show with different classes and styles of dances from Durban, the first time that several associations and teachers worked together for a performance. The choreography was created by all the teachers (Afro-contemporary, Indian dance, classical ballet, contemporary and acrobatic dance) with all the dancers. That was the expression of mixity.
How do people in Durban, South Africa, create spaces of freedom and expression?
In Durban, even if it’s very complicated to obtain funds to give classes and create space for art and expression, people still work hard to go further, and trust their country and their love for art.
The necessity is to share, to escape from isolation. The necessity and the engine is Ubuntu: I cannot be without you.
KwaMashu dance&theatre school
Umtapho high school
R&S music school
Durban University of Technology (DUT)
Durban Girls College
Festival of Chariot (Durban)
Church of KwaMashu River of Life
Amazebra (Zulu dance company)
Amapubesi (Zulu dance company)
Bravo circus artist
Robinson Umcebo design
K-Cap art centre in KwaMashu
St. Theresa community arts
Flat Foot dance company
Innov8 gym / Blu fire production
JOB SHADOWING IN MEXICO
Mexico – Mexico City
9th – 21st May 2019
After two enlightened sessions dedicated to visual arts in India and to dance and movement in South Africa, 6 people from Bulgaria, Spain, France and Italy focused on music and education in Mexico with our Mexican partner “Instituto Artene”, which in 2019 involved almost 400 children learning music.
The Insituto Artene was created 45 years ago to develop the educational music method created by the composer Cesar Tort, after he came back from his studies in Barcelona and was inspired by Carl Orff’s educational approach/method. At that time, no music education system existed in Mexico. Cesar Tort dedicated his whole life to composing more than 800 pieces adapted to each stage of child development, from toddlers to 13-year-olds, including children with special needs. His compositions are based on traditional songs and combine pre-Hispanic, Spanish and Mexican music with contemporary forms of inspiration: he uses pre-Hispanic, traditional and universal instruments and voices. Therefore, children are involved in the history of their own Mexican culture and aware of the richness and diversity of their culture, reflected by music.
The Artnene school’s existence is motivated by the belief that musical education for children, and art education in general, can contribute to solving the social issues faced in Mexico, Central and South America, – like violence, unemployment and drug trafficking/dealing. Moreover, at this time of globalisation, Cesar Tort’s work constitutes a massive valuable resource for traditional music and contributes to promoting Mexican culture from a very young age.
Offering a playful and collective educational concept which makes music accessible for everyone, this method contributes to building children’s taste for music, individual and social development, to providing them with strength and support for the future. The approach involves youngsters in rhythm, melody, listening, movement, coordination, language, communication, creativity and imagination, thanks to open games that use movements, gestures, improvisations associated with notes and rhymes, reading and playing. That way, they learn and feel the music.
Tort’s initial method keeps going because it has been enriched by new ones: brilliant pedagogues and experts bring their background from various training and approaches.
We had the chance to meet and work with some of them.
During our two stays, we had the opportunity to observe lessons dedicated to various ages and kinds of public. We attended workshops for different stages of children’s development led by experts of Tort’s method. Some classes included children with special needs
We also got a basic approach of Dalcroze’s method, based on movement and coordination through music.
We learnt a lot when we spent one day in Giocosa school, taking part in music classes where pupils with and without special needs were mixed . The mixture of Tort’s and Dalcroze’s methods bound together all the small children and teenagers in a common space of expression and learning.
This immersion in Mexican culture was completed by visits to the Museum of Anthropology, Bellas Artes, Mayor Temple, the Pyramid of Teotihuacan and popular arts. These visits showed the richness and complexity of the Mexican culture, built on an impressive mixity of pre-Hispanic and Hispanic influences. We became aware that music always had a major importance in tradition and transmission and a social usefulness in Mexico.
This Job shadowing gave us many methods of inspiration and new perspectives. We now need to follow up and adapt those methods to make them reliable in a context of mixity. Many will be experimented during the 3-week youth exchange next August, both to bind the group and gain new musical skills.
Moreover, job shadowing opens new paths for future collaboration. We want to go further in exchanging those alternative educational methods to adapt them to our partner countries and extend access to musical education.
Sharing two intensive weeks brought us to an individual and collective reflexion about being a group and acting as such, a major issue working in the mixity context that means being able to introduce different people to a common path, respecting and considering diversity, backgrounds, sensibilities, ways of thinking in each element of this group. We had to use all our efforts on that and find ways to solve conflicts and build a better communication environment. It was a valuable experience to prepare an efficient collective functioning for our mixity context next summer.
Connexionz made :
UNAM Facultad de Musica (Facultad de Música)
Conservatorio Nacional de Música (Mexico)
Centro de Estudios Mexicanos y Centroamericanos (Bernard Tallet)
Asociaciones de inmigrantes extranjeros en la ciudad de México.
JOB SHADOWING IN SPAIN
Riom-ès-Montagnes, Condat, Saint-Nectaire – France –
6th to 28th August 2019
In the middle of the beautiful countryside of the Auvergne, the villages of Riom-ès-Montagnes, Condat and Saint-Nectaire welcomed the fourth step of the 7 trails for mixity project. It involved 60 young participants and facilitators from Bulgaria, France, Italy, India, Mexico, Spain, South Africa , from very different backgrounds, some of them with special needs.
We gathered together for three weeks from August 6th- 26th 2019 with the aim of knowing each other, sharing skills and realities. We created a frame of mixity to experiment inclusive methods based on artistic practices, inspired from methods observed during 4 previous job-shadowings by facilitators.
We started the exchange by sharing our issues and realities and raising 4 main topics (Environment – Mixity/gender/discrimination – Politics/Rights – Religions/society). We developed the analyses of these topics within the framework of creative workshops mixing dance, theatre, music, visual arts.
Using the abilities and the personalities of each person from the group, young teachers and participants worked together, creating a common show about the wide topic of mixity, with a futuristic perspective looking at the period from 2020 to 2200.
The finale was a four-act show lasting almost two hours, ending with a common singing and dancing flashmob, shared with a large audience of 200 people including inhabitants and tourists from all generations.
Besides the creative project, the mixity group proposed several actions for the local community: 3 open workshops, 5 intercultural shows for more than 700 people, 10 short street performances and street art happenings in the villages, appreciated by more than 500 people.
The mixity group shared artistic experiences and daily life, for three weeks, a combination which contributed to creating and building strong connections, friendships that continue to exist even after the end of the project and that have artistic, working and personal expressions.
Varvara – Bulgaria
14th – 21st September 2019
This training course gathered 30 participants from 7 partner countries from 14th to 21st September in the village of Varvara, near the Turkish border, inhabited by Bulgarian and gypsy communities.
Training involved artistic education or specialized education. 70% of the group had experiences in working with special needs people.
We developed 3 types of activities:
8 hours of Training Workshops dedicated to transmitting the inclusive methods experimented during the youth exchange in a context of mixity. These were then discussed and validated by the facilitators during the preparatory session of training.
8 hours of Open Workshops offered participants the opportunity to share and transmit their specific inclusive methods, in the fields of social circus, dance, circle-dance, theatre, art-therapy music, visual arts (land art and whool), helping communication, connection, trust, collective and individual expression.
For each workshop, 3 persons were dedicated to reporting about the activities and methods: one person describing exercises, methods, one person observing interaction between people, interested in the mixity context, one person giving visual feedback with videos and photos. Reporting has a double aim: to question each method and propose improvements, and to create a methodological support to enable other facilitators to develop activities in a mixity context.
– 8 hours of discussion about 4 main issues concerning the mixity topic and project:
-What is mixity? Each country shared its national context, indicating several common issues and the lack of space for mixity, except in initiatives promoted by civil society.
-Benefits of mixity in a social and creative way.
-Dissemination, promotion of our input: teasers about each step of the project, social media, web-channels, day of mixity on 10th October,
-Ideas and future projects to spread mixity activities, follow-up, how to keep up the dynamics: each participant identified future partners he/she could share with, a framework of future activities, tools to keep in touch (facebook groups and skype meetings every three months), the sharing of activities each participant develops, sharing of experience with the partner organization in each country running various activities.
Training ended with a convivial evening with the local community. Participative songs, dances were proposed by training participants as a way to connect people to each other and were really greatly appreciated by the inhabitants.
This training created a unique, constructive, trustful context in which to share methods and achieve new points of view, skills, methods, approaches. Activities and community life allowed the development of strong connections between people willing to develop new collaboration. Among the main ideas: the development of multi-art inclusive pedagogy, capacity building projects focused on special needs people.